The Flintoclass Pedagogical Framework

The Pedagogical Framework

Theoretical Foundation

The curriculum is based on the theories of Jean Piaget, Lev Vygotsky, Waldorf, and Howard Gardner, and holds a strong foundation from psychological theories of learning.

Relevant & Contextual Learning

Children absorb concepts better through contextual learning. Therefore, Flintoclass follows a theme-based curriculum that allows children to develop skills — such as literacy, numeracy, social-emotional, and physical — through relevant and meaningful content.

Diversity

The curriculum focuses on providing a multicultural experience. Children will be able to embrace cultural diversity and build positive social relationships.

Domains Of Development

The curriculum supports complete child development through hands-on exploration while focusing on the following domains of development: Language, Cognitive, Social-Emotional, Physical, Literacy, Mathematics, Creative Arts, Personal Care, and Environmental Awareness.

Realistic And Attainable Goals

The curriculum allows each child to work at different challenge levels depending on their learning pace. Therefore, our adaptive learning design enables children to comprehend concepts easily. Reinforcement is a key factor in our learning design. The assessment provides an opportunity to track a child's progress and adapt the lessons in a realistic manner.

Building on Prior Knowledge

We strongly believe in Vygotsky’s theory on Zone of Proximal Development and Scaffolding. The curriculum offers an opportunity for children to build upon learned information from previous themes. The monthly themes are designed to ensure the learning is continuous.

Different Learning Styles

The curriculum is designed to enable self-exploratory learning. It follows the VAK learning approach supporting the dominant learning style of every child. The learning design is adaptive to accommodate the learning pace of every child. The focus is on the process rather than the product, which creates a positive learning experience.

Variety Of Experiences

The program allows for a variety of experiences through Storybooks, Auditory activities, Hands-on exploration of sensory materials, Puppets, Art & Craft, Puzzles, and Manipulatives.

Conceptual Understanding

Theme-based learning allows children to understand concepts holistically! The learning design is organized based on themes so that it is easy for children to make sense of abstract concepts.

Integration Across Concepts

An integrated approach is followed where children explore science, mathematics, and literacy, based on themes and cross-learn concepts across subjects. Children learn through association and so teaching the concepts of size, colour, patterns, etc. is more meaningful when related to their experiences.

Higher-Level Thinking

The curriculum provides a variety of activities that enable higher-level thinking Logical reasoning, Spatial reasoning, Problem-solving ability, and Decision-making ability.

Physiological Safety

The learning design provides a friendly environment for children to explore and learn. It does not inhibit children and make them feel disengaged. Routine is established with the help of parental involvement every day so that they learn effectively in the safety and comfort of the known environment.

Active Engagement

The products are designed to allow children to be active participants in the learning process. Most activities in the program are child-initiated and children are gently guided through the activities. Children are also provided with choices – to pick activities/subjects that they are interested in from a set of tasks.

Social Development

Activities are designed to encourage social development across domains. A variety of sessions focus on pretend play, Show & Tell, interactive storytelling, etc. from which children can benefit from the safety of home.

Self-Confidence

The curriculum allows children to make choices about their learning and explore the learning process. It allows children to practice skills of independence and responsibility that build their confidence. Children develop confidence in their own abilities and experience a sense of Achievement.

Process-Based

The learning design of the program is open-ended allowing for natural exploration. The activities do not limit children to a predefined outcome but allow them to explore and acquire skills specific to one’s own ability. The learning design focuses on the process of each learning instead of the end outcome.

Physiological Needs

The curriculum is sensitive to the physiological needs of a developing child in the age group of 1.5-6 years. Children are provided with opportunities to use their sensory skills, Physical skills – fine & gross motor, engage in rhythm and movement.

Flexibility

The curriculum offers simplified and step-up challenges that allow children to learn at their own pace and learning style.